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Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts

Author

Listed:
  • Aldo Bazan
  • Dorle Ramos
  • Monica Davila
  • Nestor Velarde
  • Maricel Rivera

Abstract

Seventeen first-year Secondary School students with low levels of reading comprehension of mystery and horror stories, received training during two weeks in 50-minutes daily sessions. The structural planning was sequentially organized, in four types of teaching - learning situations going from lower to higher level of complexity. The instruction was implemented in accordance with four types of achievement levels- linked to the object, linked to the situation, non-linked to the operation, and non-linked to present situation. The results throughout the intervention revealed that in the two first levels (object-linked and operation-linked), average scores above 90% of achievement were obtained. In the two operation – non-linked levels (particular and present situation non-linked), averages scores between 73 and 76% of achievement were reached. Likewise, a significant change (p = 0.005) was found in a previous and post-evaluation of a school curricular unit for the group intervention, with no significant differences for the control group.

Suggested Citation

  • Aldo Bazan & Dorle Ramos & Monica Davila & Nestor Velarde & Maricel Rivera, 2018. "Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts," International Journal of Psychological Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-80, September.
    • Handle: RePEc:ibn:ijpsjl:v:10:y:2018:i:3:p:80
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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